Genoa, Italy - June 2016
Mission:
The mission of Education Across Frontiers (EAF) Staff Development Center is to support the development of international school teachers and administrators in becoming effective leaders of adult learning. Specifically, the courses will examine theories of adult learning, strategies for effective workshop presentations, and leadership skills for facilitating professional learning communities. The courses are designed for teachers and administrators who aspire to be educational leaders principals, staff developers or team leaders.
Courses: In June 2016, The EAF Staff Development Center will offer six courses. Successful completion of five EAF courses will result in a Certificate of International School Staff Development. Some of the courses can also be used to earn The Next Frontier Inclusion (NFI) Certificate in Inclusive International Education. These courses are marked accordingly.
COURSES
DATES
TRAINERS
Cognitive Coaching Part One
June 20 - 23, 2016
Bill Powell and Ochan Kusuma-Powell
Differentiating Assessment & Instruction for ELLs: Implementing the WIDA Framework in Inclusive International Schools
June 20 - 23, 2016
Jon Nordmeyer
Habits of Mind: Developing Self-Directed Learners
June 20 - 23, 2016
Doreen Miori-Merola
Adaptive Schools: Facilitating Collaborative Groups
June 25 - 28, 2016
Bill Powell and Ochan Kusuma-Powell
Differentiation in Math
June 25 - 28 2016
David Suarez
Interventions in the Inclusive Classroom
June 25 - 28 2016
Kristen Pelletier and Danette Sack
Cognitive Coaching Part One June 20 - 23, 2016
This four-day course will provide an introduction to the communication skills needed by teachers and those occupying positions of educational leadership. It will present the first four days of the Cognitive Coaching (CC) Foundation Course. The CC Foundation Course is an approach to professional relationships that focuses on supporting the deep thinking of colleagues in the areas of planning, reflecting, and problem resolving. The specific skills and strategies included in this course lend themselves to developing a school culture of collaboration and reflection, and a professional learning community. As a result of this course, learners will:
• • • • •
Understand the essence of Cognitive Coaching, how it differs from consulting and evaluation; Increase consciousness and craftsmanship in applying interpersonal communication skills in order to develop trust and rapport; Understand the power of a structured professional conversation; Learn and practice specific reflective listening strategies; and, Practice coaching skills in planning and reflecting.
Trainers: Bill and Ochan Powell
Differentiation and Assessment for ELLs : Implementing WIDA Standards in Inclusive International Schools June 20 - 23, 2016
English language learners in international schools face a dual challenge: learning grade-level content while at the same time developing the academic language needed to engage meaningfully in all classes. The WIDA English Language Development framework is a powerful tool to help educators understand and build on the assets of English language learners. The foundational WIDA Can Do Philosophy explains that linguistically and culturally diverse learners bring a unique set of assets that have the potential to enrich the experiences of all learners and educators. By focusing on what language learners can do, we send a powerful message that students from diverse linguistic, cultural, and experiential backgrounds contribute to the vibrancy of international school learning communities. By understanding each student’s unique learning pathway, educators can serve all English language learners, including those with learning differences.
This four-day Academy is an interactive opportunity to learn about WIDA resources to differentiate assessment and instruction for English language learners in inclusive international schools. We will introduce and apply the WIDA framework, consider how English language learners can be served in a multi-tier support model and discuss school-wide systems to sustain implementation. Schools are encouraged to send teams to the Academy to help build capacity for action planning and implementation. Graduate credit is available and this course can be used towards the NFI Certificate in Inclusive International Education. Trainer: Jon Nordmeyer
Habits of Mind : Developing Self-Directed Learners June 20 - 23, 2016
Developed by Art Costa and Bena Kallick, Habits of Mind are an identified set of 16 problem solving, life-related skills that are necessary in order to become a self-directed learner. These are learnable skills that are essential to effectively operating in society. They promote strategic reasoning and problem solving, insightfulness, perseverance, creativity and craftsmanship. The understanding and application of these 16 Habits of Mind serve to provide students and adults with trans-disciplinary skills that enhance both academic achievement and allow people to work through real life situations, especially when facing new problems whose solutions are not immediately known. The Habits of Mind include dispositions like persisting, managing impulsivity, striving for accuracy and precision, and responding with wonderment and awe. Structure of the Course:
Day One: Day Two: Day Three: Day Four:
Discovering and Exploring Habits of Mind Building a Thoughtful Environment Assessing and Reporting on Habits of Mind Leading with Habits of Mind
This course is appropriate for all classroom teachers (pre K-12), counselors, curriculum directors and school leaders. Trainer: Doreen Miori-Merola
Adaptive Schools : Facilitating Collaborative Groups June 25 - 28, 2016
As schools look to the most effective ways to provide robust learning experiences for their students, they have begun to realize the power of developing collaborative cultures amongst their staff members. For this enculturation to be successful, it is essential that all members of the community contribute to the development of the cognitive, social and emotional intelligence of the organization. This interactive four-day workshop will provide both the theoretical foundation as to why collaborative cultures are valuable in schools, as well as offer practical steps for how to build a collaborative culture within a classroom, team of teachers, division or entire faculty. Over the course of the workshop, the following questions will be addressed:
• • •
What do we mean by collaborative cultures? What does leadership look like in a collaborative culture? How do collaborative cultures plan? Assess? Look at instruction?
Our belief is that every member is instrumental in creating the shift of mindset that occurs as an organization builds a more collaborative culture; to that end, educators in all roles and responsibilities are encouraged to attend this workshop. Trainers: Bill Powell and Ochan Kusuma-Powell
Differentiation in Math: June 25 - 28, 2016
The K-12 math teaching and learning landscape is very complex, sometimes overwhelmingly so for teachers, leaders, students, and families. A major goal of this course is to make sense of this puzzle in a way that generates clarity, capacity, and energy for all stakeholders. We’ll be guided by the following question: How can teachers provide high quality learning experiences that are differentiated, research-based and responsive to everyday classroom complexities? As part of the learning process, participants will experience, watch, and plan high quality forms of instruction. We’ll reach our ultimate destination, an understanding of practical differentiation strategies, while also examining the nature of math learning, the impact of brain function, psychological aspects of the experience, and the role of assessment. Please join us for an in-depth look at research and best practice while exploring practical differentiation strategies that really address mixed readiness levels in the math classroom. This course is appropriate for all K-12 teachers of mathematics, learning support specialists, curriculum coordinators, and supervisors. This course can be used in order to qualify for the NFI Certificate in Inclusive International Education. Trainer: David Suarez
Interventions in the Inclusive Classroom June 25 - 28, 2016
In order to serve all children well, particularly those who struggle with learning in international schools, educators need to focus on knowing their students and working collaboratively to develop thoughtful interventions. In this highly interactive workshop, participants will develop the understanding that: • classrooms can and should be developed with neurodiverse learners in mind; offering mutual benefits for all • collecting, organizing, and using data leads to the development of effective instructional practices • the consistent use of structures and protocols supports the development of interventions that match student profiles • the needs of students dictate decisions made about the delivery of and grouping for the support Learning will occur through simulations, role play, case studies, coaching, and group work. Participants will explore the values, beliefs and assumptions they hold about teaching and learning and affirm their identities as inclusive teachers. They will leave with tools and strategies that are directly applicable to their daily work with students. This course is appropriate for teachers, counselors, program coordinators and administrators K - 12, and will count toward the NFI Certificate in Inclusive International Education. Trainers: Kristen Pelletier and Danette Sack
Meet the Presenters
EAF Genoa Trainers 2016
Doreen Miori-Merola, Co-Director of Thinking Collaborative and private consultant, was an English teacher for over 38 years and taught everything from academic intervention to advanced placement. She has a BS from State University of New York at Oswego in English/ secondary education, did graduate work in diagnostic and prescriptive reading/literacy, and received her MS in English Education Advanced Study from Syracuse University. As the ELA Content Specialist for the Solvay Union Free School District – a teacher leadership role – she was in charge of curriculum, assessment, data analysis, professional development, facilitation, mentoring, and providing interventions for grades 4 through 12. In her capacity as Training Associate for Cognitive Coaching, Adaptive Schools, and Habits of Mind, Doreen worked to train staff and build system capacity in the Solvay Schools. Doreen has also trained across the U.S. and internationally. Doreen considers herself to be extremely fortunate to have as her mentors Art Costa, Bena Kallick, Bob Garmston, and Michael Dolcemascolo.
Jon Nordmeyer is the Director of International Programs at the WIDA Consortium, University of Wisconsin. He has been an international educator for 25 years, teaching in Ecuador, The Netherlands, Taiwan, Turkey, China and Thailand. He has been a guest lecturer at Harvard Graduate School of Education and Tibet University, has written journal articles and contributed chapters to several books. He is the co-editor of the book Integrating Language and Content(TESOL 2010). Jon has a BA from Dartmouth College and an MA in TESOL from the School for International Training.
Kristen Pelletier - has taught students and adults with a range of special educational needs since 1992; first in Maine in public school, and then at the International School of Brussels where she is Head of Learning Support. Kristen holds an undergraduate degree in special education with a specialization in cognitive and developmental disabilities and an MA in K-12 Educational Administration. Kristen’s focus in leading inclusive practices and support models is based on collaborative, multidisciplinary teaming to identify student strengths and root causes of needs, so that interventions can be developed. She continues to design integrated and connected school-based systems of support and challenge which promote mutual benefit for all learners. She is a founding director of the Next Frontier: Inclusion movement launched in 2010, is an associate trainer for Education Across Frontiers and teaches for the Teacher Training Center.
Bill and Ochan Powell have served as international school educators for the past 30 years in the United States, Saudi Arabia, Tanzania, Indonesia, and Malaysia. From 1991 to 1999, Bill served as the Chief ExecutiveOfficer of the International School of Tanganyika in Dar es Salaam, Tanzania; and from 2000 – 2006 as Headmaster of the International School of Kuala Lumpur. Ochan received her doctorate from Columbia University and has developed and implemented inclusive special education programs in the United States, Indonesia, Malaysia and Tanzania. At the present time she is the Executive Director of Education Across Frontiers. She is regular speaker at international educational conferences and teaches in the summers at the Teacher Training Center. Together, they are associate trainers for the Center for Cognitive Coaching and Adaptive Schools and co-authors of Count Me In! Developing Inclusive International Schools (2000), Making the Difference: Differentiation in International Schools (2007) Becoming an Emotionally Intelligent Teacher (2010) How to teach now: Five Keys to Personalized Learning in the Global Classroom (2011) and The OIQ Factor: How to raise the organisational intelligence of your school (2013) and Teacher Self-Supervision: Why teacher evaluation is a failed system and what we can do about it (2015). Bill and Ochan are currently working on a project, The Next Frontier: Inclusion to support the inclusion of special needs children in international schools. When they are not facilitating teacher workshops or speaking at conferences, Bill and Ochan can be found in the French Pyrenees where they fight (together with a handful of sheep) an annual battle with the European bramble. Danette Sack - has been a teacher and administrator of students and adults with a range of special educational needs since 1990. She began her teaching and administrative career in public schools in the Seattle area where she also served as president of the state chapter for the Council for Exceptional Children. She has since taught at Shanghai American School, the American International School of Vienna, Cairo American College, and is now at the American School of The Hague where she is Coordinator for Learning Support. Danette holds undergraduate degrees in Special Education K-12 and Social Studies K-8. Her master’s degree is in Educational Administration K-12 with a minor in Special Education. Danette’s focus is in supporting international schools in their development of inclusive school communities . She is a member of the design support team of the Next Frontier: Inclusion collaborative.
David Suarez - Trained as an engineer, David is a problem solver who enjoys the complexity of teaching mathematics to diverse learners. He’s passionate about creating environments that allow extremely diverse students to thrive alongside each other. David’s work draws on sixteen years of teaching experience in schools spanning the socioeconomic spectrum. Prior to moving overseas, he served as adjunct professor in the Graduate School of Education at St. Mary’s College of California, and his work has been featured in Educational Leadership magazine as well as Making the Difference: Differentiation in International Schools. David has presented on the topic of differentiated instruction and assessment at schools and conferences across Africa, Asia, Europe, and the Middle East. One of his strengths as a presenter is his ability to bridge his practical teaching experience with an extensive knowledge of educational theory and research. Teachers feel a great deal of confidence in David because of his high level of expertise, which is transmitted in a way that does not intimidate, but empowers. David holds degrees in Operations Engineering (M.S.) and Economics (B.A.) from the University of Michigan, and he currently teaches middle school math at the Jakarta Intercultural School.
Venue: The International School in Genoa, via Romana della Castagna 11A, 16148 Italy. For directions to the school, please visit the school website www.InternationalSchoolinGenoa/contactus/howtofind us. Accommodation: ISG has negotiated special conference rates with four hotels. In each case, breakfast is included. Participants should make their bookings directly with the hotel and mention that you want the rate for the International School in Genoa. Each of the hotels is a short taxi ride from the school, except the AC Hotel which is a five minute walk. The Astor Hotel (visit www.astorhotel.it) Viale delle Palme 16 – 16167, Genova. Phone 39-010-329011, email:
[email protected] Single room Euro 83.00; Double room Euro 110.00. AC Hotel, (visit http://it.achotel.com/158-AC Genova) Corso Europa 1075, 16148 Genova, Phone 39-010-3071180, email:
[email protected]. Single room Euro 87. 00 Double room Euro 97.00 Iris Hotel (visit www.hoteliris.it) Via Rossetti 3, 16148 Genova. Phone 39-010-3760703. email:
[email protected]. Single room Euro 70.00. Double room Euro 100.00 Deluxe room Euro 100.00 Triple room Euro 130.00 Hotel Capannina (visit lacapanninagenova.it) Via Tito Speri 7, 16146 Genova. Phone 39-010-363205. email:
[email protected]. Single room Euro 50.00. Double room Euro 75.00. Registration: Click here to access an EAF 2016 Staff Development Registration Form. Please complete and submit on line. You will receive confirmation of receipt. If you do not receive confirmation within twenty four hours, please write to Sean Powell directly (
[email protected]). The deadline for early bird registration is April 15, 2016. Costs: The cost of early bird registration for one of the four day courses is US $1350. This includes the cost of registration, books and materials, lunches and one evening dinner. The registration fee after April 15th is US $1450. Participants will pay for their airfare and hotel directly. EAF is unable to provide refunds after May 1st, 2016.
